Ana Coêlho Vieira Selva

A notação escrita na resolução de problemas por crianças pré-escolares

This study analyses how children from 4 to 6 years use written notation in subtraction problem solving. Thirty children from kindergarten to first levels were asked to solve four problems (two of the kind change and two of comparison), which involved numerical sets greater and smaller than 10. These problems were in a context which intented to give more sense for use of written notation. The written notation was analysed from two perspectives: the effect of the written notation in the solving process and the types of notations produced by the children. We observed that written notation help children in doing their calculations, allow them to follow their process of thinking and improve the representation of mathematical operations. We concluded that solving problems using written notations could be an interesting alternative for Kindergarten.

Jovens e adultos construindo e interpretando gráficos

The aim of this study was to analyze adult education students at different levels of education, solving activities of construction and interpretation of graphs. The results showed no significant differences in student performance in activities of interpretation depending on the level of schooling. In the construction of several graphics problems were observed. Most of the plotting did not provide the information necessary to understand it. Difficulty with the scale was one of the most evident among the students. We observed that the performance of students who have achieved success with the activities of interpretation failed to ensure proper construction of a chart. This suggests that there is little relationship between such activities and that graphs interpretation was easier than construction. The data suggest that there is a need to encourage the construction of charts and for teachers to integrate activities of interpretation with the construction of graphs.

A compreensão das coordenadas espaciais por crianças de 6 a 8 anos: um estudo exploratório

Esta pesquisa analisou o desempenho e estrategias de resolucao de problemas de criancas em tarefas que envolviam o uso de coordenadas espaciais. Participaram do presente estudo 36 criancas, igualmente distribuidas em subamostras referentes as classes etarias de 6, 7 e 8 anos. As tarefas solicitadas abrangeram dois conjuntos de itens: a) reproduzir a disposicao espacial de um ponto numa folha de papel, a partir de situacao de partida noutra folha; b) encontrar a interseccao entre dois pontos. As criancas de cada faixa etaria foram distribuidas em subgrupos que diferiam quanto as condicoes de realizacao das tarefas: papel em branco, papel quadriculado, papel quadriculado com escala. As criancas mais velhas apresentaram desempenhos significativamente melhores do que as mais novas, principalmente na Tarefa 1. Tambem o papel quadriculado, principalmente quando incluia a escala, favoreceu o desempenho das criancas. Estes dados sugerem a importância de se considerar a influencia dos diferentes suportes representacionais em contexto de educacao matematica na escola fundamental.